The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan The Sense Development of English Prepositions:'at', 'on', and 'in' with Log-Linear Analysis of CHILDES Database Seungah Hong, Jongsup Jun Hankuk University of Foreign Studies, Korea 0214 The Asian Conference on Language Learning 2013 Official Conference Proceedings 2013 Abstract The study aims to see whether the process of metaphoric extension is universal or idiosyncratic by examining the semantic development in English prepositions. The metaphoric extension process in human reasoning is considered what brings polysemy of a word. Thus, the development pattern of senses in a polysemous word may reveal the mechanism of such reasoning. To this end, we looked into the semantic development of the polysemous English prepositions. The native English-speaking children’s usage of English prepositions ‘at’, ‘on’, and ‘in’ is examined together since these prepositions are based on spatial, temporal, and abstract senses that function similarly. The acquisition order of the senses will be consistent across the children if the metaphoric mapping process is universal. The longitudinal transcripts of 5 children in the age between 1 and 3, from the CHILDES database, were selected. The data is coded into four variables (Child, Age, Preposition, and Sense), and the Log- linear analysis was employed as the method of analysis. As a result, the three-way interaction effect was found in sense development; the model of {CAS},{CPS} is selected. This shows high-involvement of {C}, and it suggests the sense development is highly dependent on each child so the process of metaphoric extension may be rather idiosyncratic than universal. iafor The International Academic Forum www.iafor.org 387 The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan INTRODUCTION In many languages, there are words used for describing both spatial and temporal relationships. For example, the postpositional particle {-ey} in Korean is used for expressing a location (Seoul-ey, in Seoul) and time (Hanshi-ey, ‘at one o’clock’). The same feature is found in English prepositions as well; for instance, the preposition ‘on’ serves the function representing the spatial and temporal notions such as ‘in contact’ (a vase on the desk) or ‘a day’ (picnic on Friday). This cross-linguistic evidence of space-time parallelism suggests that time and space belong together in a human mind. However, it is not easy to understand intuitively why we handle such different domains collectively. Cognitive linguists explain it with the theory of metaphoric extension that we understand the world through the experience; the concrete features around us help us to grasp the abstract entities. In this process, we happen to link different domains, and this is represented through a language. Metaphoric Mapping Theory accounts for this relationship with the ‘base’ and ‘target’ domains by assuming the asymmetric relationship of these two domains. Since the base domain is composed of concrete features while the target domain is based on abstract features, the former enables the latter to be established. That is, the base domain serves as a schema for the target domain. In the relationship of space and time, the notion of space is the base domain while time is the target domain. Hypothetically, we perceive time through the space in this case, and this leads us to such as the TIME IS SPACE metaphor. If this metaphor is true, the notion of space should precede to the notion of time in the sense development. That is, in the case of L1 language acquisition, it is predicted that the sense of space is acquired before the sense of time. Interestingly, the acquisition order found from the children’s language acquisition data agreed to this prediction that the children acquired spatial sense before the temporal sense (e.g., Clark 1973, Jun & Lee 2009). However, in general, an English preposition represents more than the spatial and temporal relations; the senses of the English prepositions such as ‘at’, ‘on’, and ‘in’ can be classified into spatial, temporal, and abstract categories, and these can be further divided into sub-senses. Then, what is the relationship of senses in a single preposition? As the earlier studies concluded the concept of time arises from the concept of space, can we find other asymmetric relationship among other senses? If so, is the asymmetric relationship of senses absolute in any case or is it applied idiosyncratically? The study aims to answer these questions by examining the semantic development in English prepositions. We hypothesize that the process of metaphoric extension is revealed through the children’s language acquisition that the orders of the sense acquired in a polysemous word reflects the relationships of domains. If a universal pattern is found in the sense acquisition of a polysemous word, it might be possible to conclude that the metaphoric extension process is universal. Further, by looking into the sense development orders, we can trace the relationship of domains. To end this, we investigated the children’s use of English prepositions, ‘at’, ‘on’, and ‘in’, which share the character in terms of senses. If the metaphoric mapping process is universal, the acquisition order of these senses may be uniformed across the children. The longitudinal transcripts of 5 children in the age between 1 and 3, from the CHILDES (Child Language Data Exchange System) database, were analyzed. Surprisingly, the 388 The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan result revealed that the order of sense acquisition is rather idiosyncratic than universal. Thus, we may conclude that the metaphoric extension process depends on the individual reasoning. SEMANTIC CLASSIFICATION An English preposition is defined as a functional word that precedes a noun or a noun phrase to indicate a relation to another object in the clause, and it serves as a marker of various references: location, time, manner, goal, and etc. Among many English prepositions, the relational prepositions are used for describing the location of one object in relation to another. (1) topological configuration a. The cat is at the corner. b. The cat is on the table. c. The cat is in the box. The prepositions, ‘at’, ‘on’, and ‘in’, are in such a case that they refer to topological relations between the objects. In the Image-Schema, these spatial relations between objects can be explained through the dynamic embodied patterns of ‘trajector (primary object)’ and ‘landmark (reference object)’. In (1a-c), the ‘cat’ is the trajectory while ‘corner’, ‘table’, ‘and ‘box’ are the landmarks for each sentence. The prepositions in (1) reflect the physical configuration between a trajector and a landmark. Each preposition differs in terms of their topological base that ‘at’ is the point, ‘on’ refers the line or surface, and ‘in’ represents the 3d-surface. Although the basic semantic elements representing each preposition differ from one another as shown in (1), three prepositions are on common ground in terms of their central meaning, which stands on the spatial dimension. In the view of the cognitive linguists, among all the senses, this concept of spatial dimension in the prepositions is the core source that serves the metaphoric function for other senses (e.g., Kwon 2012). With this view, we can assume that the spatial prepositions in English can be dealt together. The way of classifying the senses of these prepositions is varied; some may simply divide them into either primary or secondary sense. Or the secondary senses can be further categorized into either temporal or abstract (Rice 1996). The studies focusing on the semantic role of prepositional phrases classify the categories more finely such as beneficiary, direction, spatial extent, manner, location, purpose/reason, and temporal (O'hara & Weibe 2003). In the following sections, within the three class level, spatial, temporal, and abstract, we will suggest the classification of senses of English preposition ‘at’, ‘on’, and ‘in’. Spatial senses The spatial sense is a sense which represents the locative information. However, we can classify these spatial senses into three-levels based on the cognitive linguists’ view where the ‘core’ meaning is distinguished from others. As described earlier, the most fundamental sense in the spatial domain is explained through topological configuration. As in (2), the sense of preposition that describes the physical relationship between the figure and the ground can be considered as the primary sense. The prepositions in (3) exhibit the similar function that they obviously stand for the 389 The Asian Conference on Language Learning 2013 Official Conference Proceedings Osaka, Japan relation of the figures and the grounds. However, there are difference in between (2) and (3); the grounds in (2) refer the physical space while those of (3) are rather conceptual. Hence, such a sense for geographic location should be distinguished from the prototypical spatial sense. (2) geographic location a. We docked at Panama. b. I was born on Honshu, the main island. c. He had intended to take a holiday in America. Another sense that should be told apart from the primary topological sense is the sense that stands for the directionality/or goal. Examples in (4) show that the prepositions express the movement of the figure toward the ground. Some may argue that this is not because of the prepositions that they have a characteristic of having argument which has the thematic role of goal (e.g., come, go, look...). However, looking into these verbs with different prepositions, we may notice that they are possibly realized without such an argument (e.g., I go ∅ with Elen). Talmy (2000) suggests English is a satellite-framed language that the path of motion is not embedded in verbs and is represented through the particles. Similarly, the study of Kemmerer and Tranel (2003) exhibits this view with evidence that the process of verbs and the locative prepositions are independent of each other.